7 MATH

Quarter 1

LEARNER’S MATERIAL
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This module is a resource of information and guide in understanding

the Most Essential Learning Competencies (MELCs). Understanding the
target contents and skills can be further enriched thru the K to 12
Learning Materials and other supplementary materials such as
worksheets/activity sheets provided by schools and/or Schools Division
Offices and thru other learning delivery modalities including radio-based
and TV-based instruction (RB/TVI).

CLMD CALABARZON
 Mathematics
Grade 8

Regional Office Management and Development Team: Job S. Zape, Jr., Jisela N. Ulpina,
Romyr L. Lazo, Fe M. Ong-Ongowan, Lhovie A. Cauilan, Ephraim L. Gibas

Schools Division Office Management Team: Gemma G. Cortez, Andrea E. Lopez

Cristopher C. Midea, Jovi V. Parani

MATH Grade 8
PIVOT IV-A Learner’s Material
Quarter 1
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assitant Regional Director: Ruth L. Fuentes
 Guide in Using PIVOT Learners Material

For the Parents/Guardian

This module is written in support of the blended learning to ensure attainment

of standards expected to your children. This material underwent different

processes and development by writers composed of classroom teachers, school

heads, department heads, master teachers and supervisors.

With the different activities provided in every module, may you find this

material engaging and challenging as it develops critical thinking and problem

solving skills of your children.

To the Learners

Welcome to the Mathematics Module where your knowledge, skills and

talents will be challenged through several tasks given on this module.

You don’t have to worry if you think that the tasks are hard for you to

answer because this module is designed most especially for you who would like to

catch up with the lessons while you are learning at home. Get ready to embrace

new knowledge and skills as you go on further learning using this module!
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the
Description
LM
The teacher utilizes appropriate strategies in presenting
What I need
the MELC and desired learning outcomes for the day or
Introduction

to know
week, purpose of the lesson, core content and relevant
samples. This allows teachers to maximize learners
What is new awareness of their own knowledge as regards content and
skills required for the lesson

What I know The teacher presents activities, tasks , contents of value

and interest to the learners. This shall expose the learners
Development

on what he/she knew, what he /she does not know and

What is in what she/he wanted to know and learn. Most of the activi-
ties and tasks must simply and directly revolved
around the concepts to develop and master the skills or
What is it the MELC.

The teacher allows the learners to be engaged in various

What is more
tasks and opportunities in building their KSA’s to
Engagement

meaningfully connect their learnings after doing the tasks

What I can in the D. This part exposes the learner to real life situa-
do tions /tasks that shall ignite his/ her interests to meet
the expectation, make their performance satisfactory or
What else I produce a product or performance which lead him/ her
can do to understand fully the skills and concepts .

What I have The teacher brings the learners to a process where they
learned shall demonstrate ideas, interpretation , mindset or val-
Assimilation

ues and create pieces of information that will form part

of their knowledge in reflecting, relating or using it effec-
What I can tively in any situation or context. This part encourages
achieve learners in creating conceptual structures giving them
the avenue to integrate new and old learnings.
 Sets
WEEK
Lesson
I 1

After going through this module, you are expected to illustrate well-
defined sets, subsets, universal sets, null set, cardinality of sets, union and
intersection of sets and the difference of two sets.

An organized collection of objects with common characteristics is called a

set. There are three ways to describe sets:. One is a written expression,
another is through listing or rooster method and by set notation.

Learning Task 1. Identify all the possible answers for the statements below

1. All the provinces in Region IV-A

2. Numbers greater than 8.

3. All subjects in Grade 7.

4. Vowels in the English alphabet.

5. Five animals with four legs.

The members of a set can be described in different ways.

1. By definition such as the set of counting the members of a set.
2. By listing each member of a set like 1, 2, 3, 4, 5, …
3. By set notation such as Primary color = { red, yellow, blue }

Illustrative Example 1. Describe the elements of each set

Set A 4 6 8 Set B
10 12

Answer: Set A: The set of even numbers Answer: Set B: The set of counting
from 4 to 12. numbers from 1 to 6.

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Set C Set D
1 2
3 6
9 18

Answer: Set C: A null set Answer: Set D: The set of factors of 18

Illustrative Example 2. Describe the subset and universal set shown below.
Answers:
U 1 5
In this example, we can describe the
3
2 4 6 sets this way.
8 10
Set U is the universal set:
The set numbers from 1 to 10.
Set Q 7
9 Set Q is a subset of U.
The set of even numbers from 1 to 10

Illustrative Example 3. Use the diagram below to answer the questions that
follow.

1. What elements are found in the union

of A and B?
U
2. What is the cardinality of the union of A B 5
A and B? 2 4
7
3. What elements are found in the inter- 6 14
23
section of A and B? 11 20
21
4. What is the cardinality of the inter-
section of A and B?
5. What are the elements in A’ ? of B'?

Answers:
We use the symbol “U” to denote the union of sets and “∩” to denote the
intersection of sets.
1. Since A = {2, 4, 6, 11, 14, 20} and B = {4, 5, 7, 14, 20, 21, 23}
Thus, A U B = {2, 4, 5, 6, 7, 11, 14, 20, 21, 23}.
2. There are 10 elements found in the union of set A and B.
3. A ∩ B = {4, 14, 20}
4. The intersection of sets A and B has 3 elements.
5. A’ = {5, 7, 21, 23}, B’ = {2, 6, 11}.

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Illustrative Example 4.
Given: A = {1, 2, 3, 4, 5, 6} and B = {4, 5, 6, 7, 8, 9, 10}.
Find: A – B and B – A.
To find the difference A – B, we begin by taking away every element of A that
is also an element of B. Since A shares the elements 4, 5 and 6 with B, this
gives us the set difference
A – B = {1, 2, 3}.
The difference B – A, consists of elements of B that are not in A. There-
fore, B – A = {7, 8, 9, 10}.

Definition of Terms
A set is a well – defined collection of different objects. Any objects such as
numbers, people, letters of the alphabet and symbols can make up a set.
A subset is a set whose elements are members of another set.
The universal set contains all the elements being considered in a given sit-
uation.
A null set is an empty set. It has no element. The null set is a subset of any
set.
The union of sets is the set of all elements found in both sets. The union of
A and B, denoted by A U B and read as “A union B”, is the set of all elements
belonging to either of the sets or in both. It is the result of adding or combining
the elements of two or more sets.
The intersection of sets A and B, denoted by A ∩ B, is the set of all ele-
ments common to both sets A and B. Sets with no common elements are called
disjoint sets.
The complement of set A, denoted by A’, is the set of elements that are not
in set A but in the universal set.
The cardinality of set is the number of elements contained in a set.
The difference of two sets, written as A – B, is the set of all elements of A
that are not elements of B.

Learning Task 2

1. Describe set A

2. Describe set B

3. What is AU B?
4. What is

5. What is the cardinality of A? B? A U B?

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 E
A. Describe the universal set and subset shown in the figure below.

U 1 3
7 2 6 5
4

Set A
Universal set _______________________________________________________
Subset _______________________________________________________
B. Find all the subsets of each of the following sets. Number 1 is done for you.
1. A = { m, n, p} { } , { m }, { n }, { p }, { m, n }, { m, p}, { n, p}, { m, n, p}
2. B = { x, y } ____________________________________________
3. C = { 1, 2, 8 } ____________________________________________
4. D = { a, b, c, d} ____________________________________________
5. E = { a } ____________________________________________
C. Using the figure below, find the elements found in the indicated sets.

1. A U B
2. A ∩ C
3. B U C
4. A ∩ B U C
5. (A U B) ∩ C

Make a survey to 20 of your classmates.

Find the number of your classmates who U
M S
like:
a) Math only,
b) Science only,
c) Either Math or Science, and
d) Neither Math nor Science.
Show the result of your survey using the
figure.
PIVOT 4A CALABARZON
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 Venn Diagram
Lesson WEEK
2
I

After going through this module, you are expected to solve problems involving
sets with the use of Venn Diagram.

Learning Task 1 U
A B
List down inside the diagram what is
asked in each set:
A is the set of factors of 12
B is the set of prime numbers less than 15
C is the set of even numbers less than 15

C
D
Venn diagram is a diagram that uses circles to represent sets. The relation
between the sets is indicated by the arrangement of circles. The Venn diagram is
a way of representing sets visually and is named after its inventor, British
mathematician John Venn (1834 – 1923).
Illustrative Example 1.
Use Venn diagram to represent the following sets.
Set U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
Set A = {2, 4, 6, 8, 10}
Set B = {5, 6, 7, 8, 9}

Answer

The two sets have common elements,

6 and 8, therefore we need to write
these elements in the intersection of
the two circles. Then write the other
elements of each set in the other part
of the circle. The elements of U that
are not in A or B must be placed
outside the two circles.

PIVOT 4A CALABARZON
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Illustrative Example 2. Use Venn diagram to represent set and set operations.
Set A = {2, 5, 6, 8, 9}

A C = {8, 9}
Set B = {1, 3, 7, 9}

B C = {7, 9}
Set C = {4, 7, 8, 9, 10}

A B C = {9}

Illustrative Example 3. Sixty students of Grade 7 – Charity were asked if they

have pet animals at home. Forty of the students have dogs and thirty-five have
cats.
a. How many students have dogs only?
b. How many students own cats only?
c. How many students have both pet
animals?
Solution:
Let S1 = set of students with dogs only
S2 = set of students with both pets
S3 = set of students with cats only

Finding the elements in each region

n(S1) + n(S2) + n(S3) = total no. of students asked = 60
n(S1) + n(S2) + n(S3) = 60 Subtract the two equations to find the number
n(S1) + n(S2) = 40 of students who have cats only.
n(S3) = 20

n(S1) + n(S2) + n(S3) = 60 Subtract the two equations to find the number
n(S2) + n(S3) = 35 of students who have dogs only.
n(S1) = 25
25 + n(S2) + 20 = 60 Substitute the values of S1 and S3 to find n(S2),
n(S2) = 60 – 25 – 20 the number of students who have both kinds of
n(S2) = 60 – 45 pet animals.
n(S2) = 15

S1 = set of students with dogs only = 21

S2 = set of students with both pets = 15

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 E

Learning Task 2
A. Complete the Venn diagram.
1. The set of whole numbers from 1 to 15
Set A = all even numbers in this set

2. The set of whole number from 1 to 20

Set C = all the even numbers
Set D = all the multiples of 4

3. The set of whole numbers from 1 to 20

Set E = {2, 4, 6, 7, 9, 10}
Set F = {3, 4, 5, 9, 10, 13, 15, 16, 19, 20}

B. Solve the problems, use a Venn diagram to help you.

1. A group of 60 students were asked whether they watch TV Patrol or 24 Oras
or both programs (depending on the news). Thirty – eight of these
students watch TV Patrol and 32 watch 24 Oras.
a. How many watch TV Patrol only?
b. How many watch 24 Oras only?
c. How many watch both news programs?

Learning Task 3
Using a Venn diagram, write down at least 10 of your characteristics of you and
2 of your family members’ characteristic, then answer the following questions:
1. What are your similarities?
2. What are the distinct characteristic among each of you?
3. From whom did you get more of your characteristics?

PIVOT 4A CALABARZON
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WEEK Absolute Value and Integers
3 Lesson
I

After going through this module, you are expected to represent the absolute
value on a number line as the distance of a number from 0 and perform fun-
damental operations on integers.

Learning Task 1: On a separate sheet of paper, illustrate a sea with the

following: a crab 5ft. below sea level, a cliff 3 ft. above the sea level, and a flying
bird 4 ft. above sea level. Use a vertical number line to help you out in the
illustration.
After making the drawing, study it carefully and answer the questions below.

1. What Number might be a good representation for the sea level?

2. How do represent the distance below and above the sea level?
3. How far is the cliff from the sea level?
4. How far is the bird from the sea level?
5. How far is the crab from the sea level?
6. What is the distance between the cliff and the crab?
7. What is the distance between the bird and the crab?
D

The absolute value of a number, │n │, is the distance of the given number

on the number line from zero. The absolute value of a number disregards the
direction from where it lies wit respect to zero. When we talk of distance, it is
always positive. The absolute value of two, written as│2│, represents its distance
from 0 on the number line.
Il- lustrative
Example
1. Represent
│6│on the
number
line.

PIVOT 4A CALABARZON
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Illustrative Example 2. Represent │- 4│ on the number line.

The distance of -4 from 0 is 4 units.

Therefore, the absolute value of -4 is 4, that is, │- 4│= 4

Illustrative Example 3. Represent │- 5│+ │3│on the number line.

-5 is 5 units from 0, 3 is 3 units from 0.

Thus, │- 5│+ │3│ = 5 + 3 = 8

Illustrative Example 4. What is the value of - │- 5│?

When a negative sign appears before the absolute sign, this will mean you
are taking the inverse or opposite of the absolute value, thus, leading to a
negative number.

ABSOLUTE VALUE IN ADDITION AND SUBTRACTION OF INTEGERS

Absolute value plays a vital role in performing operations on integers.
Study the illustrations and analyze carefully the discussions that follow.
In the following illustrations, a n d represents positive and negative
numbers, respectively. A pair of one negative and one positive is a zero pair.

+ - , is a zero pair.
Illustrative Example 1. + =

3 + 2 = 5
To add two positive integers, just add the two integers and copy the
positive sign of it.
Note: An integer without negative sign is automatic a positive integer.

Illustrative Example 2. + =
-3 + -2 = 5

To add two negative integers, just add the two integers and copy the
negative sign of it.

PIVOT 4A CALABARZON
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Observe.

+ =?

+ =?
When you add the same number of positive and negative numbers, observe that
the value will always be zero. Adding a number to its additive inverse or
opposite will always result to zero. They are called zero pairs.

Illustrative Example 3

+ =

3 + -2 = 1

+ =

-3 + 2 = -1

To add positive and negative integers, subtract the two integers. Copy the
Illustrative Example 4
In subtracting integers, change the operation into addition and then
change the sign of the subtrahend. Once changed, apply what you’ve learned in
adding integers.
Illustrative Example 5

–4 + (–2) = –6

-4 + (+2) = -2

Note: The operation will always change in addition. In changing sign, the positive
(+) will be negative (-) and negative (-) will be positive (+).

PIVOT 4A CALABARZON
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E
Learning Task 2
A. Add the following.

1. (+9) + (+10) = ____ 6. (–3) + (–3) = ____

2. (–7) + (–5) = ____ 7. (+4) + (–8) = ____

3. (+5) + (–6) = ____ 8. (–8) + (+12) = ____

4. (+2) + (+8) = ____ 9. (–11) + (+11) = ____

5. (–1) + (+10) = ____ 10. 0 + (–9) = ____

B. Subtract the following.

1. (+7) – (+4) = ____ 6. (–4) – (–4) = ____

2. (–2) – (–6) = ____ 7. (+5) – (+10) = ____

3. (+10) – (–3) = ____ 8. (–12) – (+7) = ____

4. (–6) – (+9) = ____ 9. (+8) – (+6) = ____

5. (–10) – (+1) = ____ 10. 0 – (–9) = ____

A
Learning Task 3 . Solve each problem involving integers.
1. A mercury thermometer records a temperature of 8 degrees Fahrenheit at
10 A.M. If the temperature drops by 3 degrees Fahrenheit every hour, what
will be the temperature by 2 P.M. of the same day?

2. Kate gets into the elevator on the third floor of a shopping mall. She goes up 6
floors to reach the food court. After an hour, she went down 2 floors to buy
books. At which floor is she now?

PIVOT 4A CALABARZON
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 Properties of Operations

Lesson WEEK
I 4

After going through this lesson, you are expected to illustrate the different properties
of operations on the set of integers

Recall the rules in adding/ subtracting and multiplying /dividing of

integers.

Learning Task 1

Complete the table below by filling in the sum or product.

5 +3 = ____ , 3 + 5 = ____ (2)(7) = ____ , (7)(2) = ____

0 + 6 = ____ , 11 + 0 = ____ (1)(10) = ____ , (1)(8) = ____

(2 + 3) + 4 = ____ , 2 + (3 + 4) = ____ 0·21 = ____, 5·0 = ____

D
In adding or multiplying integers, you have to consider the different
properties of integers.

PROPERTIES OF ADDITION and MULTIPLICATION

Closure Property of Addition Closure Property of Multiplication
a. (7) + (12) = 19 a.(5)(9) = 45
b. (–15) + (12) = –3
b.(–3)(8) = –24

For any integers a and b, For any integers a and b, a · b is

a + b is an integer. an integer.
This is close for addition This is close under
since the addends are integers, multiplication, since the factors are
the sum is also an integer. integers, the product is also an
integer.

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Commutative Property of Addition Multiplication
a. (6) + (–2) = (–2) + (6) a.(7)(–5) = (–5)(7)
4=4 –35 = –35
b.(–8) + (–3) = (–3) + (–8) b.(10)(6) = (6)(10)
-11 = -11 60 = 60
For any integers a and b, a + b = b + a. For any integers a and b, a ·b = b · a.
The order of addends will not affect the The order of factors will not affect
sum. the product.

Associative Property of Addition Multiplication

a. (3 + 7) + –4 = 3 + (7 + –4)
10 + –4 = 3 + 3
6=6
b.(–2 + 8) + 5 = –2 + (8 + 5)
6 + 5 = –2 + 13
11 = 11
For any integers a, b, and c,
(a + b) + c = a + (b + c).
Different groupings of addends will not
affect the sum.
a. [(4)(5) (7)] = (4)[(5)(7)]
(20)(7) = (4)(35)
140 = 140
b. (–2)(6) (–4) = (–2) (6)(–4)
(–12)(–4) = (–2)(–24)
48 = 48
For any integers a, b, and c,
(a · b) · c = a · (b · c).
Different groupings of factors will
not affect the product.

Identity Property of Addition Multiplication

a. 15 + 0 = 15 a. (32)(1) = 32
b. 0 + –8 = –8 b. (1)(–15) = –15

For any integer a, a + 0 = a. For any integer a, a · 1 = a.

The sum of any number and zero will The product of any number and 1
always be equal to the number. will always be equal to the number.

The identity element of addition is 0. The identity element of

multiplication is 1.

Additive Inverse Property Multiplicative Inverse Property

a. (10) + (–10) = 0
b. (–2) + (2) = 0
a. 3 =1 b. –5 =1

For any integer a, a + -a = 0. The reciprocal of the given integer is

called its multiplicative inverse. The
The opposite of the given integer is
product of a number and its
called its additive inverse. The sum of a
multiplicative inverse is one.
number and its additive inverse is zero.

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Zero Property of Multiplication For any integer a, a · 0 = 0.
a. (–98) 0 = 0 Any number multiplied by 0 is
b. 0 (12) = 0 equal to 0
Distributive Property of Multiplication over Addition
a. 6 ( 4 + 8) = 6 (4) + 6 (8)
6 (12) = 24 + 48 For any integers a, b, and c,
72 = 72 a (b + c) = ab + ac.
b. –5 (– 3 + 10) = –5 (–3) + –5
Adding first before multiplying or
(10) distributing the factor to each addend
–5
will give the same result.
(7) = 15 + (–50)
–35 = –35
E
Learning Task 2. Complete the following to make true statements. Then,
determine the property applied.

1. 18 + __________ = 6 + 18 ________________________________
2. –40 + __________ = 0 ________________________________
3.(10 + 3) + 6 = 10 + _______ ________________________________
4. –15 + ________ = –15 ________________________________
5. ________ + 0 = 42 ________________________________
6. –2 (5 + 8) = _______ + (–16) ________________________________
7. 30 ( ______) = 30 ________________________________
8. [(4)(6)] 2 = 4 [___________] ________________________________
9. 15 * ________ = 0 ________________________________
10. (12)(–4) = _______ 12 ________________________________

Learning Task 3
Identify the property being used in each situation then express the statement in
mathematical form.
1. I go to the store and buy instant noodles for 7.75 pesos, can of sardines for
16.00 pesos and 2 sachets of coffee for 12.25 pesos. How much money do I need
to pay?

2. Mrs. Mijares needs to buy 2 set of 8 notebooks and 5 pens for her son and
daughter for their school supply. How many items of school supplies does she

PIVOT 4A CALABARZON
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WEEK
5 Rational Numbers
I
After going through this module, you are expected to express rational numbers
from fraction form to decimal form and vice versa and erform operations on
rational numbers

Remember that when we change fraction to decimals, divide the numera-

tor by the denominator. When decimal is converted to fraction divide the decimal
by powers of 10. For instance 0.5 to change to fraction write the decimal
number as it is read. 0.5 is read as 5 tenths, hence in fraction it is then re-
duced to lowest term.
Translate the given statements into fractions and decimals.
1. two tenths ________ _______ 4. one-fourth ________ ________
2. three-fifths ________ ________ 5. seven hundredths ______ _______
3. one hundred twenty-five thousandths ________ ________

Rational numbers are numbers 4

Express in decimal form.
which can be written as a quotient of 5
two integers a/b where b ≠ 0. Any
rational number can be expressed in 0 .8 4
Therefore, = 0.8.
fraction form or decimal form. 5 4 .0 5
Converting fraction into decimal form is
simply dividing the numerator by the
denominator.

Express 0.8 in fraction form.

A decimal is expressed to fraction Solution

form by using its digits disregarding
the decimal point as the numerator
and selecting the correct power of
10 as the denominator. The fraction
Therefore,
is then expressed in simplest form.

PIVOT 4A CALABARZON
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 To add or subtract similar fractions, add or subtract the numerator and
copy the common denominator. Reduce to lowest term if necessary.

Add. Subtract.

Solution:
Add/subtract the numerators and copy the common denominator.

3 1 4 4 2 2
Reduce the 8 + 8 = 8 answer to lowest 6 =
6 6 term.

Therefore, 4 4 1 2 2 1
÷ = ÷ =
8 4 2 6 2 3

3 1 1 4 2 1
+ = =
8 8 2 6 6 3

To add or subtract fractions with different denominators (dissimilar

fractions), change them to equivalent fractions by finding the least common
denominator LCD, then apply the rules in adding/subtracting fractions with
the same denominators.
Add. Subtract.

Solution:
Find the LCD.

3 1 ? ? 4 5 ? ?
+ = + =
4 6 12 12 8 12 24 24

Change to equivalent fractions.

9 2 Subtract the nu-

Add the numera- = + 12 10
12 12 merator and copy =
tor and copy the 24 24
denominator 11 the denominator
= 2
12 =
24
1
Reduce the answer =
12
to lowest term.
Therefore,
3 1 11 4 5 1
+ = =
4 6 12 8 12 12

PIVOT 4A CALABARZON
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 To multiply rational numbers in fraction form, simply multiply the
numerators and multiply the denominators.

In symbol, where b and d are not equal to zero.

3 5
Multiply. •
4 6

Solution: 3 5 15 Multiply the numerators, multiply

• =
4 6 24 the denominators.
5
= Reduce the product to lowest
8
term.
3 5 5
Therefore, • =
4 6 8

Multiply. 2 1 • 5 4
4 6

1 4 9 34
Solution: 2 •5 = • Express the mixed numbers as improper frac-
4 6 4 6
tions.

9 34
= • Simplify, by dividing by a common factor.
4 6

51 3 Multiply the numerators, multiply the

= or 12
4 4 denominators.
Therefore, .
1 4 3
2 • 5 = 12
4 6 4

To divide rational numbers in fraction form, you take the reciprocal of the sec-
ond fraction (called the divisor) and multiply it by the first fraction.

In symbol, , where b, c, and are not equal to zero.

4 2 4 2
Divide. ÷ ÷
5 3 5 3
Solution: 4 3 12 Get the reciprocal of the divisor, then proceed to
= • = multiplication. Multiply the numerators, then
5 2 10
the denominators

6 Reduce to lowest term.

=
5
4 2 6
Therefore, ÷ =
5 3 5

PIVOT 4A CALABARZON
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 E
Learning Task 2. Perform the indicated operations.

1. 3 9 6. = _____________
+ = _________
7 14
1 3
2. + = _________ 7. = ______________
6 4
4 4
3. + = _________ 8. = ______________
6 18
4 6
= _________
4. 5 15 9. = ______________
2 3
5. = _________ 10. = ______________
5 6

A
Learning Task 3. Answer the following word problems.

1. It took Jose two-thirds of an hour to complete his math homework on

Monday, three-fourths of an hour on Tuesday, and two-fifths of an hour on
Wednesday. How many hours did it take Jose to complete his homework
altogether?

2. Mika has three and seven-sixteenths cm of wire. She needs only two and
five-eighths cm of wire for her project in TLE. How much wire does she need
to cut?

3. At Guevarra Clan Reunion, 4 ½ kg of spaghetti was left. If there are

6 families, how much each family can take home equally?

PIVOT 4A CALABARZON
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 Square Root
WEEK
Lesson
6 I

After going through this module, you are expected to describe principal roots
and tells whether they are rational or irrational, determine between what two
integers the square root of a number is and plot irrational numbers on the num-
ber line.

Count the total number of squares of the

chess board. Prove that it has a total of 204
squares.

D
Recall that a rational number is expressed as a fraction or decimal.
Every terminating or non-terminating repeating decimal represents a rational
number. A square root of a number is a number when multiplied to itself will
give you the original number. For example, the square root of 9 are +3 and -3
because when +3 and -3 are multiplied to themselves, they are equal to 9. If the
square root of a number is nonterminating, non-repeating decimal, we say that
it is an irrational number.
Every positive number has two square roots, one is positive and the
other is negative. The principal square root is the positive square root of the
given number or radicand. The principal root is rational if the radicand is a
perfect square. If not, then the principal square root is irrational. Zero has only
one square root, which is zero. In addition, negative numbers do not have real
square roots. Their square roots are called imaginary numbers, which are
tackled in a higher branch of Mathematics.
Square roots are the numbers that, when multiplied by themselves,
equal to the number under the square root sign, the radicand. If the principal
square root is irrational, the best you can do is to give an estimate of its value.

Illustrative Example 1. Find the principal root of

Solution: = ±7 This means that the square root of 49 is either 7 or -7
because 7 x 7 = 49 and (-7)(-7) = 49.
Thus, has a principal square root of 7 and it is rational.

PIVOT 4A CALABARZON
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Illustrative Example 2.
Determine whether the principal root of is rational or irrational.

Solution:
The radicand, 17, is not a perfect square.
If the radicand is not a perfect square, then the principal square root is
irrational.

Illustrative Example 3.
Between which two consecutive integers does lie?
Solution: 6 lies between the consecutive perfect squares 4 and 9
4 < 6 < 9
< <
2 < < 3

Illustrative Example 4. lies between what integers?

Solution: 75 lies between the consecutive perfect squares 64 and 81
64 < 75 < 81
< <
8 < < 9

Thus, the is a decimal number greater than 8 but less than 9.

When a number is irrational, estimating square roots is a valuable tool.

We can approximate the square root of a number by looking for two
consecutive integers between which the square root lies. Irrational numbers
never terminate nor repeat. The decimal form of an irrational number is al-
ways an estimate of its value.

Illustrative Example 5. Estimate the 10 to the nearest hundredth.

Solution: The principal root of 10 is between 3 and 4.

By estimation: 3. 12 = 9.61 and 3. 22 = 10.24
The 10 must lie between 3.1 and 3.2.

Continue the estimation to the hundredth place:

3.152 = 9.9225
3.162 = 9.9856
3.172 = 10.0489
10 is closer to 9.9856.
Therefore by estimation, 10 = 3.16 .

PIVOT 4A CALABARZON
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Illustrative Example 6. Estimate the 45 to the nearest hundredth.
Solution: The principal root of 45 is between 6 and 7. It is closer to 7.
By estimation:
6. 72 = 44.89
6.82 = 46.24 The must lie between 6.7 and 6.8.
45
Continue the estimation to the hundredth place:
6.712 = 45.0241
6.722 = 45.1584
45 is closer to 45.0241.
Therefore by estimation, 45 = 6.71 .

Irrational numbers are found on a number line by approximation. We

can plot an irrational number on a number line using its estimated value.

Illustrative Example 7. Plot the following irrational numbers on the number

line: 3 , 23 , and 48 .
Solution: Using the estimates,
3 is closer to 2. 23 is closer to 5. 48 is closer to 7.

By approximation, the given irrational numbers are plotted on the number

line below.
3 = 1.73 23 = 4.80 48 = 6.93

Plot the following points on a number line.

Point A = 7 Point D = 92
Point B = 38 Point E = 105
Point C = 43

Learning Task 1.
A. Write if the square root of the number is rational and I if irrational.
1. 81 2. 121 3. 29 4. 67 5. 225
B. Between what 2 integers the square root of the numbers can be found.
1. 23 2. 113 3. 339 4. 640 5. 75

PIVOT 4A CALABARZON
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 E
Learning Task 2. A. Tell whether each of the following is a rational or irrational.
If it is rational, give the principal root.
Rational or Irrational Principal root
1. ________________ ________________
2. ________________ ________________
3. ________________ ________________
4. ________________ ________________
5. ________________ ________________
B. Between which two consecutive integers does the square root lie?
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

C. Estimate the square root to the nearest hundredth.

1. 138 = ________ 6. 580 = ________

2. 405 = ________ 7. 300 = ________
3. 800 = ________ 8. 250 = ________
4. 1150 = ________ 9. 284 = ________
5. 6500 = ________ 10. 794 = ________

D. Direction: Plot following irrational numbers in the given number line.

1.

2.

3.
4.

5.

6.

7.

8.

9.

10.

PIVOT 4A CALABARZON
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A
Learning Task 3

Read the problem carefully then answer the questions that follow.

Grace wants to frame a square picture which has an area of 950 square
inches.
1. How long is each side of the picture?

2. She has another square picture with an area of 1200 square inches. How long
is each side of this picture?

PIVOT 4A CALABARZON
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 Real Numbers
WEEK
Lesson
I 7

After going through this module, you are expected to illustrate real
numbers and its subsets, arrange real numbers in increasing or decreasing
order and represent real-life situations involving real numbers.

Learning Task 1. Answer the following questions.

1. What is the smallest number that you know? Do you think it is really the
smallest number?
2. What does zero stand for?
3. When you subtract 8 from 10, what is the difference?
4. How about if you subtract 10 from 8? Is there an answer?
5. Are fractions considered as integers?
6. Do you know fractions? Give some examples.

Real numbers comprise of any number that you can think or use in
everyday life. It is the compilation of all types of numbers. Each real
number represents a unique number along the number line. On the real
number line, a point corresponds for every real number and a real
number corresponds for every point.

The Venn Diagram of the Real Number System

PIVOT 4A CALABARZON
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Subsets of Real Numbers
Natural or Counting Numbers. These are the numbers that we use in
counting, that is {1, 2, 3, 4, 5, 6, …}. The three dots, called ellipsis, indicate
that the pattern continues indefinitely. This set is also called the set of positive
whole numbers and the set does not include zero.
Whole Numbers. These are the numbers consisting of the set counting
numbers and zero, {0, 1, 2, 3, 4, 5, …}.
Integers. The set of natural numbers commonly called the positive
integers, their opposites and zero, {…, -3, -2, -1, 0, 1, 2, 3, …}.
Rational Numbers. These are numbers that can be expressed as a
a 2 5
quotient b of two integers, provided that b . e. g. { 3 , 4.35, 0, -8, - 4 ,
1
5
6 , 36 , 14}

Irrational Numbers are numbers that cannot be expressed as a

quotient of two integers. It includes the non – terminating and non – repeating
decimals. Their exact values cannot be expressed as either terminating or
repeating decimals. However, you can use a calculator to find their decimal
approximation. Numbers whose roots cannot be extracted are not the only
irrational numbers. For example, π is an irrational number which is

approximately 3.1415926. e. g. { .

Set of Real Numbers

PIVOT 4A CALABARZON
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 Rational and irrational numbers together are called real numbers. Real
numbers can be arranged in increasing or decreasing order, it would be easy to
do this by expressing first all the real numbers in the same form.

Illustrative Example 1. Arrange the following real numbers in increasing order.

1 2 36
4 5.8  50 4
2 5

Solution:
Express all the given real numbers in decimal form will be helpful.

1 2
  0.50 4  4.40
 4  4.00 2 5

5.8 50  7.07 36  6

Therefore, we can arrange the real numbers in increasing order as:

4
1 2 5.8 36 50
 4
2 5

Illustrative Example 2. Arrange the following real numbers in decreasing order.

9 4 2 0 3
  1.65
7 3 2

Solution:

9
 1.285...
7  1.65 0

4 3
  1.333...  1.50
3 2  1.41 2
Therefore, the list of real numbers in decreasing order is:

3 9 4

2 , 2
, 7 ,
0
, 3 ,  1.65

PIVOT 4A CALABARZON
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Examples of real-life situations which involve real numbers.
Illustrative Example 3.
Four students divide the pizza that they bought after class.
Represent the part that could be received by each member using real
number.

Answer: . (Each member will receive one part of the whole pizza

which has been divided into four.)

Illustrative Example 4.
In an election for classroom officers, 11 students declared as winners.
There were 60 students in the class.
Represent the part of officers to the whole class using real number.
Answer: (Since 11 out of 60 students are the class officers.)

There are many problems involving real numbers that can be solved using
the model approach. The following steps are suggested in solving problems.
1. Read and understand the problem.
2. Draw a sketch to visualize the problem.
3. Identify the operations that will be used.
4. Answer the question asked.
5. Check the answer if they satisfy all the conditions given in the problem.

Illustrative Example 5.
There are 60 students in a class. of them are girls. How many girls are
there? How many boys?

Solution:
× 60 = 12
3 × 12 = 36 2 12 = 24
Therefore, there are 36 girls. Therefore, there are 24 boys
The class consists of 36 girls and 24 boys a total of 60 students.

PIVOT 4A CALABARZON
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 E
Learning Task 2. A. State whether each statement is true or false.
_________1. The smallest negative integer is -1.
_________2. The largest negative integer is – 1 000.
_________3. All numbers greater than zero are positive integers.
_________4. The repeating decimal 0.1616… is a rational number.
_________5. The number pi is an irrational number
_________6. Every negative integer is smaller than zero.
_________7. Irrational numbers can be found on the number line.
_________8. Decimal numbers are integers.

625
_________9. The real number is irrational.
_________10. Zero is a natural number.
B. Arrange each set of real numbers in increasing order.

1. 1 , 5
, 2 , 9 ___________________________
2
9 5

3
2. 2 , 4
, , 2
___________________________
17 14
64 6.88 2 3
3. , , , ___________________________
13
52 7.25
4. 7 , , 2
, ___________________________

 6.4,  15 3.2  5.8

5. , , ___________________________

C. Use real numbers to represent the following real-life situations.

________1. A temperature of 8 degrees below zero
________2. A gain of 6 kg in weight
________3. A sea level
________4. ₱ 50 off the original price
________5. An additional of 3 points
________6. A dropped of 8 in a heart rate
________7. A plane ascends 1 000 ft.
________8. Micah got a deduction of 2 points for her offense.
________9. Daniel went down 4 floors of a building.
________10. A slice of a cake that is divided into 8 equal slices.

PIVOT 4A CALABARZON
33
 A

Learning Task 3. Inside each set and subsets, write at least 5 examples of each
kind of numbers.

Integers

Whole

Rational
Irrational

Natural

Solve the following word problem.

1. Mikey worked on her mathematics homework for ¾ hour and her science
homework for 7/8 hour. How long did she spend in all doing homework?

2. There are 60 students in a class. Three-fourths of them are girls. How many
boys are there?

3. One day in Baguio, the temperature went from – 2 °C to 8°C. What is the
change in temperature?

4. The elevation of Mt. Everest is 29 028 ft. The elevation of the Dead Sea is -485
ft. Find the difference in the elevation between Mt. Everest and the Dead Sea.

5. Angie cleans of the yard. Alex cleans of the remaining. What fraction of
the yard is left unclean?

PIVOT 4A CALABARZON
34
 Scientific Notation
Lesson WEEK
8
I

After going through this module, you are expected to write numbers in
scientific notation and vice versa.

Learning Task 1. How do you write the following in figures?

__________1. Five hundred forty-three.
__________2. One thousand sixty-eight.
__________3. Two tenths.
__________4. Five million three hundred thousand.
__________5. Eight hundred fifty-seven thousandths.
Is there another way of writing very big or small numbers?

D
Scientific Notation is a system of notation used to express very large or
very small numbers conveniently. It uses exponents so as not to require the use
of many zeros which can be confusing and lead to errors. A scientific notation is
written in the form , where . It is written as a number from 1
through 9 multiplied by 10 raised to the appropriate exponent.
We can now write numbers in scientific notation and vice versa
considering the significant digits in a given number.

Illustrative Example 1.
The distance of the earth from the sun is approximately 93 000 000 miles.
Write this distance in scientific notation.
Solution:
Move the decimal point of the original number 93 000 000. to the left
until the first significant digit to the left of the decimal point and copy the
significant digits to its right. 9.3000000 = 9.3
Count the number of places you have moved the decimal point
(7 places) and multiply 10 raised to that exponent. The exponent is positive
since 107
we convert a large number to scientific notation.
Therefore, 93 000 000 = 9.3 x 107
PIVOT 4A CALABARZON
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Illustrative Example 2. Write 0.00000000734 in scientific notation.
Solution:
Move the decimal point of the original number 0.00000000734
to the right until the first significant digit to the left
of the decimal point and copy the significant digits
to its right. 7.34
Count the number of places you have moved the
decimal point (9 places) and multiply 10 raised
to that exponent. The exponent is negative since 10-9
we convert a small number to scientific notation.
Therefore, 0.00000000734= 7.34 x 10-9.

Illustrative Example 3. Write 4.7 x 108 in decimal form or standard form.

Solution:
470 000 000 Move the decimal point to the right the same number
of places as the exponent adding zeros as necessary.
The positive exponent indicates a large number.
Therefore, 4.7 x 108 = 470 000 000.

Illustrative Example 4. Write 2.51 x 10-5 in decimal form or standard form.

Solution:
0.0000251 Move the decimal point to the left the same
number of places as the exponent adding zeros
as necessary. The negative exponent indicates
a small number.
Therefore, 2.51 x 10-5 = 0.0000251.

REMEMBER:
If the number is large and you want to express it in scientific notation,
what must be the sign of the exponent of 10?

If the number is small, what must be the sign of the exponent of 10?

How do you change scientific notation to decimal notation?

If the exponent of 10 is positive, where should you move the decimal

point?

If the exponent is negative, where must be the decimal point be moved?

PIVOT 4A CALABARZON
36
E
Learning Task 2
A. Write the following in scientific notation.
1. 275 000 = ________________ 6. 86 500 = ____________________
2. 0.00063 = ________________ 7. 4 000 000 = ________________
3. 9 000 = ___________________ 8. 5.75 = ______________________
4. 800 = _____________________ 9. 0.000026 = _________________
5. 0.00038 = _________________ 10. 45 = _______________________

B. Write the following in decimal notation.

1. 2.3 × 107 = ________________
2. 6.9 × 10-3 = ________________
3. 3.1 × 102 = ________________
4. 2.86 × 10−6 = ________________
5. 7.11 × 10 = ________________
6. 6.25 × 105 = ________________
7. 7.51 × 10-9 = ________________
8. 5.85 × 100 = ________________
9. 4.23 × 10-2 = ________________
10. 5.19 × 107 = ________________

Learning Task 3
Answer the questions below. Express all your answers in scientific notation.
A human heart beats an average of 80 beats per minute.

a. How many heartbeats is this in an hour?

b. How many heartbeats is this in a day?

c. About how many heartbeats is this in a year?

d. About how many heartbeats is this in 80 years?

PIVOT 4A CALABARZON
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 References

Ruallo, Rico R., et. al. 2015. Sharp Math, Simple and Holistic Approach to Refine Proficiency in Math for
Grade 7. The Bookmark, Inc.

Ulpina, Jisela N. & Licardo, Edna D., 2014. Math Builders New Enhanced Edition Based on K to 12 Curricu-
lum. JO – Es Publishing House, Inc.

DepEd LRDMS

https://www.thoughtco.com

https://www.google.com/search?
q=activity+adding+and+subtracting+fractions&tbm=isch&source=univ&sa=X&ved=2ahUKEwiR3aS_i_ThAh
VFJHIKHctlDkoQsAR6BAgJEAE&biw=1366&bih=657#imgrc=efVS8y75BUIBvM:

PIVOT 4A CALABARZON
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For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph